Linguistics and Literature Studies Vol. 1(2), pp. 110 - 117
DOI: 10.13189/lls.2013.010208
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Multimodal Discourse and Oral Language Skills in Digital Portfolios for Learning Foreign Languages


Raúl Alfonso1, Marta Giralt2,*
1 Faculty of Spanish Philology, Barcelona University, Barcelona, Spain
2 School of Languages, Literature, Culture and Communication, Limerick University, Limerick, Ireland

ABSTRACT

Our world today is ruled by technology, a fact that directly influences the way students learn. In addition, as teachers, we have witnessed how this situation is projected in the field of pedagogy. New pedagogical models are required to conform to the new ways of learning of the so-called "net generation" (Tapscott, 2008)[1]. Also, the use of cyber tools for learning foreign languages not only means that teachers have a wide range of learning resources at their disposal, but it also involves the creation of new discourses and modes of communication in the teaching context. This article presents the results of an investigation that was conducted during a semester with two groups of students who worked with a digital portfolio for learning a foreign language as a part of their formal training and evaluation. Results show learner´s multimodal discourse analysis to ascertain how the discursive production of SFL students in digital portfolios integrate oral language in multimodal communication and how it enhances the learning process of oral language skills.

KEYWORDS
Multimodal Communication, SFL Oral Discourse, Oral Language Skills, Digital Portfolios

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Raúl Alfonso , Marta Giralt , "Multimodal Discourse and Oral Language Skills in Digital Portfolios for Learning Foreign Languages," Linguistics and Literature Studies, Vol. 1, No. 2, pp. 110 - 117, 2013. DOI: 10.13189/lls.2013.010208.

(b). APA Format:
Raúl Alfonso , Marta Giralt (2013). Multimodal Discourse and Oral Language Skills in Digital Portfolios for Learning Foreign Languages. Linguistics and Literature Studies, 1(2), 110 - 117. DOI: 10.13189/lls.2013.010208.